THE TEACHER IN INCLUSIVE EDUCATION

Abstract

The article reflects on the role and importance of educators and pedagogues in inclusive education, emphasizing their vital role in the educational process. Elements of the inclusion process and the factors necessary for its effectiveness are discussed. For professionals, it is essential to pursue continuous training, capacity building, and qualifications to acquire innovative resources, tools, and strategies, thus offering students with special educational needs greater opportunities to enhance their potential. Additionally, it is crucial to ensure their right to remain in an equitable environment that fosters progress and includes strategic learning plans. In Brazil, the 1988 Constitution guarantees access to schooling at the elementary and high school levels for all children, including those with special needs. While legislation is clear, many schools claim they are unprepared to accommodate these students, which discourages parents from enrolling their children. Upon proper review, this refusal may be deemed discriminatory, as school enrollment denial is considered an act of discrimination in Brazil. This article aims to identify the physical, attitudinal, and behavioral barriers that schools must overcome, given that, despite being a constitutional right, schools often lack trained teachers, leading to the exclusion of this group. The methodology for this article involved a bibliographic exploration.